| 摘要: | 本研究旨在探討安置少年學習滿意度與學習幸福感之現況，並分析不同背景變項對其學習滿意度與學習幸福感之差異情形，進而探討安置少年於學習滿意度與學習幸福感間的關聯性。使用之研究工具包括個人基本資料調查表、學習滿意度量表及學習幸福感量表。
研究對象為內政部所屬七家公立兒童及少年安置機構之498名安置時間滿三個以上的年齡滿12歲至18歲之安置少年，總計發出問卷有170份，回收170份，回收率為100％。經檢核剔除填答不全，無效問卷23份，有效問卷共計147份，有效率達86％。研究結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關以及多元迴歸等統計方法加以分析，而本研究的主要發現如下：
一、安置少年「學習滿意度」現況屬中高滿意程度，各構面依序以「人際關係」最高；其次為「教師教學」、「學習環境」、「學習成果」，最低為「課程安排」。
二、安置少年「學習幸福感」現況屬中高幸福程度，各構面依序以「正向認知」最高；其次為「生活適應」、「學習經驗」、「自我肯定」，最低為「正負情緒」。
三、不同「年齡」、「就學類型」及「安置機構」之安置少年在「學習滿意度」上皆達顯著差異；不同「性別」、「安置時間」、「閱讀時間」及「家庭結構」之安置少年在「學習滿意度」上則未達顯著差異。
四、不同「年齡」、「就學類型」及「安置機構」之安置少年在「學習幸福感」上皆達顯著差異；不同「性別」、「安置時間」、「閱讀時間」及「家庭結構」之安置少年在「學習幸福感」則未達顯著差異。
五、安置少年的「學習滿意度」與「學習幸福感」呈顯著正相關。
六、安置少年的「學習滿意度」中「學習環境」、「人際關係」及「學習成果」之滿意度能有效預測「學習幸福感」。
最後，研究者根據本研究的發現及結果提出幾點建議，希望能供相關專業人員參考，並進而發展出有效的方式來幫助這些少年健康的成長、快樂中學習和重建自信心。
This study is aimed to explore the degrees of learning satisfaction and learning well-being for the placed adolescent. It’s to analyze how the different background variables affect their satisfaction and well-being in leaning. The author will further discuss the relationship between the placed adolescent of satisfaction and well-being in learning. The research tools includes the Basic Personal Background Information Questionnaire, the Learning Satisfaction Scale and the Learning well-being.
The participants of this study include 498 placed adolescent at seven residential organization sponsored by the Ministry of the Interior. A total of 170 questionnaires were issued and received with a 100% return rate. Among all the questionnaires, 23 were incomplete with 147 valid questionnaires which achieves a 86% of effective rate. Statistical methods applied for data analysis include descriptive statistics, independent samples t-test, ANOVA, pearson product-moment correlation and multiple regression analysis. Findings obtained based on the results are as follows:
1.In general, the placed adolescent's expressed a high-intermediate degree of satisfaction in learning with the highest scores on “interpersonal relationships” followed by “teaching, learning environment, learning outcomes”, and leaving “curriculum” with the lowest cores.
2.The same “high intermediate” degree of sense of well-being in learning was also reported by the placed adolescent with the highest scores for the “positive cognitive”, followed by “adaptation to life, learning experiences, self-affirmation” and the lowest scores for “positive and negative emotions”.
3.Regarding the placed adolescent's sense of learning satisfaction, the folowing three variables reached a statistically significant difference: different “age, school type and residential organization”. However, the different “gender, placement time, reading time and family structure” failed to show any statistically significant difference.
4.The different of placed adolescent's “age, school type and residential organization” reported statistically significant differences in terms of their sense of well-being in learning. However, “gender, placement time, reading time and the family structure” of the different placed adolescent's did not reach statistically significant difference.
5.Placed adolescent's degree of satisfaction and sense of well-being in learning was positively correlated.
6.The best predictors for placed adolescent's’ sense of learning well-being in learning are “learning environment, interpersonal relationships, and learning outcomes”.
Based on the results and findings of the current study, the author made several practical suggestions in the hope that the professional practitioners will further develop effective strategies to help the learning satisfaction to grow healthily, learning well-being and reconstruct their self-confidence. |
